Preparing for the SUNY Downstate Clinical Skills Assessment

Transcription

1 Preparing for the SUNY Downstate Clinical Skills Assessment Mark H. Swartz, M.D. Professor of Medicine SUNY Downstate College of Medicine Director, C3NY Clinical Competence Center of New York April 30, 2014

2

3 Purpose of the SUNY Downstate Assessment The primary purpose of the exercise is to assess your clinical skills of history-taking, physical examination & communication. This is a Downstate summative exam of these skills. The secondary purpose is to prepare for USMLE Step 2 CS Examination

4 Clinical Reasoning Clinical reasoning is a key to success on this assessment. Creating a list of differential diagnoses based on the history, hypothesis testing with physical exam. Goal is not to reach one single diagnosis.

5 Downstate s Clinical Skills Assessment Logistics 8 patient encounters Each patient encounter - 15 minutes Patient note - 10 minutes Warning announced when 5 minutes left You may leave room early, but once you leave you may not go back in.

6 Preparation for Step 2 CS Exam The format and timing of the Downstate Assessment is very similar to that of Step 2 CS Exam. Gain familiarity with the challenging pace and time limits common to both exams. As Step 2 CS changes formats, we change the exam accordingly

7 Case Content Selection Cases are designed to cover a wide variety of organ systems and ages of patients. Some cases require a physical examination and others require only a history or counseling.

8 Description of Ruth L. Gottesman Clinical Skills Center - AECOM Resembles a large clinic with 23 examination rooms Each room has exam table, stool, wall-mounted otoophthalmoscope, sink, paper towel dispenser, sphygmomanometer, reflex hammer, tuning fork, disposable items, clocks Outside each room on the door, the is a folder containing basic introductory information about the patient including the patient s name, age, chief complaint, and vital signs. There is another copy of the information sheet in each room.

9 Other Important Information For each encounter, there will be an announcement 5 minutes before the end Once you leave the room, you cannot go back DON T LEAVE EARLY! No breast, pelvic, rectal, male GU, or corneal reflex examination performed on the SPs If these examinations are necessary, include them in the proposed management section in the writeup

10 Focused History = Good HPI

11 History of Present Illness Begin at the beginning - Can you tell me more Has this ever happened before? Develop a timeline of change Explore the chief complaint & the organ system to which it relates Include past treatments and their effects/outcomes Question the basis of any past diagnoses Include present medications - Ask about all pills they are taking some may not be considered medications if not prescribed by a physician (e.g., Motrin in the Bennet cases Define/quantify in lay terms (e.g. SOB, CP, diarrhea) Pertinent positives and negatives from PMH, FH, SH

12 Patient Centered then Doctor Centered Let the patient tell his/her story - use facilitation techniques ( uh huh, tell me more, etc). Summarize & ask for clarifications if necessary Generate hypotheses Then closed ended questions obtain pertinent positives/negatives to test hypotheses

13 Focused Physical Examination No need to examine a body part just because it s there. Let the differential diagnosis guide the physical exam No rectal, breast, pelvic or GU exams Establish diagnosis Assess severity of illness e.g., vital signs in case of pneumonia Look for complications or related findings e.g., head trauma in an elderly patient with a fall and hip fracture

14 Do what you normally do!

15 Listen to your patient he/she will tell you what the next question is!

16 Time Management Reading information on outside of door seconds History 8 minutes Physical examination 5 minutes Closing and counseling 2 minutes Post-encounter note 10 minutes

17 Getting Started Knock on the door before entering the room Proper introduction sets the tone for the encounter Greet patient by name (Mr./Ms. as defaults) Identify your role Inquire about comfort of the patient Use proper draping technique of patient

18 Getting Started (continued) Make comfortable eye contact Eye level generally at same level or below that of the patient (dependent upon position of patient) Shake hands firmly (assuming that the patient does not have pain in the right hand/arm) Smile Make patient comfortable

19 Beginning the Narrative Start with open-ended questions Direct questions to patient s chief complaint Use open-ended questions when possible Always ask for clarification of terms Clarify somewhat, rarely, sometimes, often Use lay language Ask one question at a time Provide patient with appropriate time to think and answer question Use transitional statements when necessary Avoid the use of like to, have to, or want to

20 Empathy Counts! Look and listen for opportunities to show it!

21 Empathy In the Bennet case: Expresses concern about taking care of the tavern if he/she is ill perfect spot for empathy Afraid to die good opportunity for empathy

22 The Closing Summarize the patient s condition Ask if they have any questions Explain what you think might be going on Address what they might be worried about Do not give false reassurances End with statement such as, Is there anything else that you would like to ask me?

23 Improved Interviewing Listen more Talk less Interrupt infrequently

24 Interpersonal Skills Skills in interviewing and collecting information Skills in counseling and delivering information Rapport (connection between doctor and patient) Personal manner and non-verbal communication

25 Patient Note History (pertinent positives/negatives) Physical Examination (pertinent positives/negatives) Differential Diagnosis List the 3 most likely diagnoses in order of likelihood Need to support each with evidence from the history and the physical exam. Remember that relevant epidemiologic information are pertinent to probability of a diagnosis and go in supporting evidence section (e.g., person with possible MI - high cholesterol increased likelihood of MI; age 24 decreases chance of MI) Be careful if the diagnosis seems obvious! Diagnostic Work-Up- In no particular order Blood tests (ONLY single tests), radiographic studies, etc. Cannot include: treat, hospitalize, call a consult, or make a referral

26 USMLE Step 2 CS Exam

27 Step 2 CS On Your Exam Day Dress conservatively; use little perfume or aftershave Use deodorant (scented/unscented) Arrive early about 30 minutes before the scheduled time Bring your Scheduling Permit and an unexpired government issued ID (e.g., passport or driver s license) make sure name is the same on all documents! The only acceptable differences are the presence of a middle name, middle initial or suffix on one document and its absence on the other.

28 USMLE Step 2 CS Bring a clean white laboratory coat and wear professional clothing Bring your stethoscope No electronic devices are allowed. These include cell phones, pagers, PDAs, or two-way communication devices. All watches of any type Once the orientation has begun, you may not leave the test area until the examination is over. A small storage cubical in a locked area and a coat rack are available. Luggage may not be stored at the center.

29 For the Step 2-CS Exam Introduce yourself as a medical student But Think like a PGY1

30 Step 2-CS At The Center 5 cases 30 minute LUNCH/DINNER break 3 cases 15 minute SNACK break 3-4 cases

31 Step 2-CS Exam Scoring After each encounter, the standardized patient (SP) completes checklists/rating scales which document your skills in the physical examination and your interpersonal/communication skills. In addition, the SP uses rating scales to assess your English speaking skills. The patient note is read by a physician who evaluates the quality of the documentation including the differential diagnosis, defense of each diagnosis, and management plans.

32 Step 2-CS Score Reporting Integrated Clinical Encounter (ICE) includes the physical examination checklist and the patient note (Data Gathering & Data Sharing) Communication/Interpersonal Skills (CIS) includes the communication checklist Spoken English Proficiency (SEP) includes the spoken English rating scale You must pass all three of the above in a single test administration in order to receive a passing score on the examination.

33 Step 2-CS2 Score Reporting For Examinees who test March 23, 2014 through May 17, 2014 the reporting period is June 18, 2014 July 16, 2014 For Examinees who test May 18, 2014 through July 12, 2014 the reporting period is August 13, 2014 September 10, 2014 For Examinees who test July 13, 2014 through September 6, 2014 the reporting period is October 8, 2014 November 5, 2014 For Examinees who test September 7, 2014 through November 1, 2014 the reporting period is December 3, 2014 December 31, 2014 For Examinees who test November 2, 2014 through December 31, 2014 the reporting period is February 4, 2015 February 25, 2015

34 Communication and Interpersonal Skills (CIS) The CIS subcomponent of Step 2-CS assesses a range of competencies. It divides communication skills into a series of functions. These functions have been further divided into sub-functions. The Communication and Interpersonal Skills (CIS) scale focuses on five functions: 1. Fostering the relationship 2. Gathering information 3. Providing information 4. Making decisions: basic 5. Supporting emotions: basic

35

36 Closure Counts! Summary (Function #1) Questions (Function #3) Reassurance (Function #5a) What Happens Next? (Functions #3, 4a)

37 Patient Note Examinees are asked to document relevant history and physical examination findings and to list initial diagnostic studies to be ordered. Examinees are asked to create a reasoned, focused differential (maximum of three diagnoses) listed in order of likelihood and to indicate the evidence obtained from the history and physical examination that supports (or refutes) each potential diagnosis. The Patient Note provides examinees with an opportunity to document their analysis of a patient's possible diagnoses.

38

39 The following are examples of actions that would result in higher scores: Using correct medical terminology Providing detailed documentation of pertinent history and physical findings. For example: writing vibratory and fine-touch sensation intact, is preferable to stating that the neurologic exam is normal Listing only diagnoses supported by the history and findings (even if this is fewer than three) Listing the correct diagnoses in the order of likelihood, with the most likely diagnosis first Supporting diagnoses with pertinent findings obtained from the history and physical examination

40 The following are examples of actions that would result in lower scores: Using inexact, nonmedical terminology, such as heart burn Listing improbable diagnoses with no supporting evidence Listing an appropriate diagnosis without listing supporting evidence Listing diagnoses without regard to the order of likelihood Using symptoms or signs as diagnoses, such as angina, syncope, anemia,

41 Top 10 Do s to Remember Listen to your patient Speak less; interrupt infrequently Speak only in English Wash your hands Examine directly on the skin Perform only focused exams Summarize your findings Provide proper closure Leave the room promptly after time is called Include all data to support your diagnoses

42

43 Preparing for the SUNY Downstate Clinical Skills Assessment Mark H. Swartz, M.D. Professor of Medicine SUNY Downstate College of Medicine Director, C3NY Clinical Competence Center of New York